Objective: Lesson 3 – Students will use story mapping techniques to begin the narrative writing process.
Standards: Maryland State Curriculum Standard 4.0 Writing Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Indicator 5.Assess the effectiveness of choice of details, organizational pattern, word choice,syntax, use of figurative language, and rhetorical devices in the student's own composing.
Common Core English Language Arts Standards Writing: Text Types and Purposes W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
NETS Students Standards 5. Digital Literacy Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology. b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. Demonstrate personal responsibility for lifelong learning. d. Exhibit leadership for digital citizenship.
Review as a group how digital storytelling is different than traditional narrative writing.
Ask students to name parts of a story as a group. Responses will be recorded on the Promethean Board either by teacher or chosen student.
Provide students with the Parts of a Story Handout and Digital Story Project Guidelines.
Introduce the concept of story mapping to students.
Main Lesson Activities including Student Assignments:
Model how to use the Story Mapping Worksheet on the Promethean Board and provide students with their own copy of the Story Mapping Worksheet. On the story map, students will describe their stories scene by scene, including text, dialog, and setting.
Remind students that they need to include the information they found on their countries using their graphic organizers, according to the rubric's specifications. Students will be asked to give examples of how that could be done. (Ex. A character could visit a restaurant in the story and order a local dish from the menu.)
Go over how students will cite the resources they will use in their stories. A bibliography must be included at the end of the story.
Ask students to begin filling out the Story Mapping Worksheet. The majority of the class period will be spent writing the story. The activity is primarily an individual one, but students will be allowed to exchange ideas with classmates.
If a student completes Story Mapping Worksheet before the end of the period, he/she can begin the Multimedia Effects Mapping Worksheet.
Closure:
With five minutes left in the class period, gain students' attention to introduce homework.
Remind students to re-watch Inanimate Alice chapters if they are struggling with plot or including their country facts in their stories.
Explain the Multimedia Effects Mapping Worksheet and ask students to complete it for homework. (Students have begun finding these resources in Lessons 1 and 2.)
Assessment:
Teacher will track students' progress by chatting briefly with each student during the lesson. At the end of the lesson, story map will be collected and checked for completion. Students who have not finished the worksheet will be required to complete it for homework.
Accommodations and Extensions: The teacher will be available at all points during the lesson to assist students with special needs. A paraeducator will aid the student with an IEP complete the story map and other assignment elements. The student will also be given extra, in class time to complete the Multimedia Effects Mapping Worksheet with the paraeducator. The teacher will spend extra time with the students who need help with organization and make sure to keep them on task.
Lesson 3 – Mapping a Digital Story
Grade Level: 5th
Objective:
Lesson 3 – Students will use story mapping techniques to begin the narrative writing process.
Standards:
Maryland State Curriculum
Standard 4.0 Writing
Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.
Indicator 5. Assess the effectiveness of choice of details, organizational pattern, word choice,syntax, use of figurative language, and rhetorical devices in the student's own composing.
Common Core
English Language Arts Standards
Writing: Text Types and Purposes
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
NETS Students Standards
5. Digital Literacy
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology.
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. Demonstrate personal responsibility for lifelong learning.
d. Exhibit leadership for digital citizenship.
Time Allotment: 45 minutes
Materials:
Lesson Procedure:
Introduction/Warm-Up Activities:
Main Lesson Activities including Student Assignments:
Closure:
Assessment:
Teacher will track students' progress by chatting briefly with each student during the lesson. At the end of the lesson, story map will be collected and checked for completion. Students who have not finished the worksheet will be required to complete it for homework.
Accommodations and Extensions:
The teacher will be available at all points during the lesson to assist students with special needs. A paraeducator will aid the student with an IEP complete the story map and other assignment elements. The student will also be given extra, in class time to complete the Multimedia Effects Mapping Worksheet with the paraeducator. The teacher will spend extra time with the students who need help with organization and make sure to keep them on task.